UTILIZING SECOND HAND MATERIALS AS ASSISTED LANGUAGE TEACHING MEDIA FOR MADRASAH LEARNERS.
ICON UCE 2016
Collaborative Creation Leads to Sustainable Change
Utilizing Second Hand Materials as Assisted
Language Teaching Media for Madrasah Learners
RISWANTO
IAIN Bengkulu, Indonesia
riswancurup@gmail.com
Abstract: The paper aimed at discussing the nurturing effects of utilizing
second hand materials for encouraging English learning atmosphere among
Madrasah learners. The paper was based on the community services program
conducted by writer several months ago in collaboration with research and
community services unit of IAIN Bengkulu. The program involved head
master, English school teacher and 90 learners of Madrasah Tsanawiyah
(MTs) Mambaul Ulum at central Bengkulu district. The usage of second hand
materials is a great effort to achieve several goals among others; first,
bringing the authentic materials into classroom teaching so the learners get
closer to the materials given as they are found sorrounding their life. This
approach may promote learners’ motivation and learning achievement.
Second, encouraging teachers’ creativity in designing their own media
without expense. Third, embedding the character education towards
madrasah learners such as creativeness, cleanliness and prudent. The result
showed that the classroom teaching was more active, and motivated in
learning English and the teacher was more creative in designing the new
authentic teaching media.
Keywords: second hand materials, media, Madrasah learners
Introduction
The process of learning and teaching quality both within and outside
the classroom is one of the responsibilities of a teacher (educator)
professionals. The professionalism of teachers in accordance with the
mandate of the law No. 14 of 2005 Article 1 that the teachers are professional
educators with the primary task of educating, teaching, guiding, directing,
train, assess and evaluate the students in early childhood education, formal
education, primary education, and secondary education. In Article 6 of
Chapter II also mentioned that the position of teachers and lecturers as
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professionals aim to implement the national education system and achieve
national education goals, namely the development of students' potentials to
become a man of faith and devoted to god almighty One, noble, healthy,
knowledgeable, skilled, creative, independent, and become citizens of a
democratic and responsible.
The second article above shows that the duties and responsibilities of a
professional teacher is very heavy because their job is not only to teach
(transfer of knowledge) but also educate (transfer of values / norms).
Education does not just stop at the cognitive development (cognition and
metacognition) but also important is how to process the liver (affective) that
can be reflected in the attitudes and actions (character).
The role of a teacher in teaching and educating can not be replaced by
anything. The existence of the teacher as a role model that can be replicated
diguguh and has a very strategic role in guiding and nurture students to
become child intelligent and noble. The attitude of a teacher seyognya
professionalism is reflected in each activity both in academic and
nonakademik, one of which is creativity in selecting and designing
instructional materials in accordance with the characteristics of their
students.1
The selection of teaching materials is of course take into consideration
a variety of reasons both in terms of efficiency, effectiveness, local wisdom
and religious values that exist in the community. Teaching materials used by
teachers are not necessarily expensive but the most important is right on
target, according to the learning objectives and does not violate cultural
norms and values professed religious teachings.
In principle, the purpose of learning is the use of media in order to
improve the quality and quantity of learning outcomes. The quality and
quantity of teaching materials is not always determined by the value of the
price attached to the object, but rather to how a teacher with creativity to
manage the existing material in accordance with the learning objectives that
can stimulate students to active learning, creative and proactive so that the
learning experience gained would be more meaningful and character.
In a modern education system that learning is not always centered on
the teacher, but the teacher's role as facilitator, motivator, mediator and
initiator (student-centered) is needed to guide and direct their students in
accordance with the ultimate goal of learning both cognitively (though think),
1
Kunandar, Penilaian Autentik (Jakarta: Rajawali Press, 2013)
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affective ( though the taste), conative (behavior / character) and psykomotor
(sports).2 The ability of the students in the process, cultivate and develop a
set of knowledge in the form of qualitative learning experience and empirical
will synergize with patterns of behaving and acting in accordance with the
cultural and religious contexts.
Teachers’ creativity in designing the teaching materials used is one of
the efforts to educate children to behave uniquely simple, cost-effective and
creative use of things unused so that a material having a high value of
benefits. The selection of teaching materials is of course take into
consideration a variety of reasons both in terms of efficiency, effectiveness,
local wisdom and religious values that exist in the community. Teaching
materials used by teachers are not necessarily expensive but the most
important is right on target, according to the learning objectives and does not
violate cultural norms and values professed religious teachings.
In principle, the purpose of learning is the use of media in order to
improve the quality and quantity of learning outcomes. The quality and
quantity of teaching materials is not always determined by the value of the
price attached to the object, but rather to how a teacher with creativity to
manage the existing material in accordance with the learning objectives that
can stimulate students to active learning, creative and proactive so that the
learning experience gained would be more meaningful and character.
In a modern education system that learning is not always centered on
the teacher, but the teacher's role as facilitator, motivator, mediator and /
initiator (student-centered) is needed to guide and direct their students in
accordance with the ultimate goal of learning both cognitively (though think),
affective (though feel), conative (behavior / character) and psykomotor
(sports). The ability of the students in the process, cultivate and develop a set
of knowledge in the form of qualitative learning experience and empirical will
synergize with patterns of behaving and acting in accordance with the
cultural and religious contexts.
Teachers’ creativity in designing the teaching materials used is one of
the efforts to educate children to behave uniquely simple, cost-effective and
creative use of things unused so that a material having a high value of
benefits
Kurniawan rusman, Deni K, and Riyana Cepi, Pembelajaran Berbasis Teknologi Informasi
dan Komunikasi (Depok: PT. Raja GrafindoPersada, 2013).
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Based on the facts of the results of previous studies, it is very
important to development activities in the form of enrichment, stabilization
and sharpening service activities such as school-based society by involving
students and teachers in MTS Mamba'ul Ulum Four districts Talang Central
Bengkulu district.
Significance of activitiy
English is a skill that is very important for everyone, especially for
learners at MTS Mamba'ul Ulum whose limited facilities and quality of
teachers in managing active and interactive classroom atmosphere. It is
therefore, it becomes our noble responsibility to direct and provide guidance
to the teachers as the play makers at schools.
The teachers’ skill and experience are very crucial in bringing the
learners’ success in their education. One of the most important skill is
designing authentic, interactive and communicative media in teaching and
learning English.
Goal and activities target
1.
2.
3.
4.
As a follow-up and the results of research that has been done by
previous investigators.
Stimulate students’ interest in learning English with an authentic media.
Stimulate the interest of teachers to be more active and look for creative
and design a simple learning media.
5. Data base of the schools and IAIN Bengkulu
Target Audience/target activity
The service community program was targetted to the students and
teachers at MTs Mambaul Ulum kabupaten Bengkulu Tengah. There were 90
students and 5 teachers were involved in the program
Description of Community services location
The Location of service activity was carried out on a group of students
and teachers of MTS Mamba'ul Ulum Pondok Kubang Bengkulu tengah. MTs
Mambaul Ulum situated in Central Bengkulu, Desa Harapan Makmur 15 KMs
from central city of Bengkulu. The school can be achieved by four and two
wheels vehicles. And it takes 20 minutes from the central city of Bengkulu.
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Literature Review
Definition of Media
Media is derived from Latin. Media is a means or a communication
tool and a source of information.3 Known communication tools for the term
media refers to everything that carrying or delivering a message from the
source to the receiver (receiver). While the media is to be a source of
information for the contents of the message . Some examples of media
including images or brochures, leaflets, newspapers or printed material,
computer programs. Examples of the above media can be a medium of
learning when the objects it contains a message for the purpose of learning.
So, learning media are objects that contain messages used in the learning
process to achieve the learning objectives.
Furthermore, The definition of instructional media expanding as
"everything that can be used as a tool in order to support the implementation
of strategies or methods of teaching, which leads to the achievement of
learning objectives".4 Learning media can be divided into two kinds. First,
everything that exists or not intentionally produced for learning but then
utilized for the achievement of learning objectives. Eg brochures, magazines,
newspapers, books and other operational instructions of others. Second,
objects, both the tools and materials that are deliberately created for the
purpose of learning.
Various subjects have a close connection with complex objects. To
bring the object to the various classes is certainly not easy, while the verbal
explanations often make students less quickly understand the concept being
studied. Therefore, learning media is very useful for learners in the learning
process. There are some benefits of media in learning, as follows:5
Generating curiosity
Attract students’ curiosity in knowing something. Media may be able
to describe the thing that is out of students’s background knowledge such as
describing about winter and snow season which is not happened in several
parts of the country like Indonesia.
3
Sadiman et al, Media Pendidikan (Depok: Rajawali Press, 2012).
4
AzharArsyad, Media Pembelajaran (Depok: Rajawali Press, 2013), 2-15.
5
Scott W A and Ytreberg, Teaching English to Children (London: Longman,1990).
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Making the abstract concepts into concrete
The teachers may explain the conditions in a city slum to students in
rural areas. For learners who had never been to the city hard to imagine how
the state of society in the city. But with the airing of slum conditions through
the pictures / photos, learners feel has been in the middle of the slum,
because the media image / photo can record the state of a place much more
complete than the lecture.
Overcoming the limits of the classroom
With the visit directly to the location of the object lesson, the teacher
brought the learners on their learning needs. This step can also be done with
images or photos that are able to bring the students to empathize with the
problems studied.
Overcoming differences in the experience of learners
Teachers may minimize the difference experiences among the
learners. One possible cause is the different experiences of learners. For
example, we teach the port as penyebarangan. Chances are there are
participants who had never been on a boat, or have never seen the TV footage
and photographs. Displayed with the media, the possibility of learners who
do not have the experience could be resolved.
Present information consistently learning
It is used when the teachers explaining the occurrence of rain, the
wind changes, or social stratification through lectures, certainly different
from one class to the other classes. Occasionally, however, lies not forget the
important things delivered. With the media, the main payload of one class
with another class will be drawn.
Presenting the events that have passed
Media is very appropriate for the material that examines events that
have passed. For example atmosphere of times the proclamation of
independence, the tsunami in Aceh, the earthquake in Yogyakarta, and so can
be presented with images / photos.
Focusing
Media systematically arranged and communicative to attract the
attention of learners to focus on the learning process. For example, a teacher
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was explaining about the world war but many learners who behave
indifferently. When the teacher shows the pictures of the attack, Japan to an
American base (Pearl Harbour), their attention was fixed on the drawings.
Next they will participate more actively in learning. This is the benefit of the
media as the concentration of attention.
Addressing the complex objects
It is used to observe the social phenomena in the market, the teacher
can bring students to make observations. But often important information is
not recorded by them because of the limitations of the human senses. By
photographing, then seen together in the classroom, then the above
shortcomings can be overcome.
Addressing the appearance of objects that are too fast or slow,
big or small
The images and photos is a medium that can be enlarged and reduced.
Learners will not be able to see the Earth without using a globe or binoculars.
Help students to remember what has been understood and
absorbed
An assortment of media cards and puppet figures can be used to repeat
the teaching materials are never taught so that learners remember back
before the new teaching materials relating introduced.
Learning media are classified as follows; media still images, media
boards, media projections, original objects and people, models, specimens,
mocks up (part of the original object), diorama, out-door laboratory,
community study, walking trips, field study, special learning trips, audio
recording , and televisions.6
Still images (still picture) and graphics
Two-dimensional visual objects is a depiction of a person, place or
event or briefly corresponding still image is a portrait. While the graphic
media are all media that contain graphics and an instructional objects that
encapsulate information and ideas through a combination of pictures, words,
symbols, and images. Included in the still images are graphs, charts, maps,
diagrams, posters, cartoons, comics, drawings, photographs and paintings.
6
Rumampunk D.B, Media Instruksional IPS (Jakarta: Depdikbud, 1992).
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Media board (board)
Media which use the board as a means of communication to convey
information and ideas that are usually placed on a wall or horizontal surface.
Various forms of media boards in between; blackboards, flannel boards,
exhibition boards, sticky boards, demonstration boards, magnetic boards,
nails, board bags, foam board and peg board.
Media with projections
Here's a media presentation using a projector.
1. Still projection (pictures highlight not move), consisting of slides,
filmstrips, transparencies, and opague.
2. Micro projection (media highlight micro)
3. Microfilm and microfische (Microfilm and microfiche)
4. Motion pictures (Media highlight that moves)
The original objects and people (Real objects and people) or realia (mock
objects corresponding original objects)
A three-dimensional objects, such as dolls suitable for describing the
topic My Doll.
Model
An artificial three-dimensional objects presenting an object is equal to
the original object. Media in category of the model is the model slices, farzoom models, mockups, and simplification of complex objects.
Section original objects (Mocks up)
Is a kind of model in the form of a limited section of the original
object.
Diorama
Miniature three-dimensional dioramas to depict actual models such as
the state space, miniature public figure, a miniature airplane, the negotiating
history events, war, and so on.
Outdoor laboratory
Outdoor laboratory or "laboratory" in the outdoors is a medium in the
form of nature, society, and culture results are used for learning resources. In
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laboratory science subjects in the outdoors can be agricultural land, rivers,
and others. While the examples in the IPS, the study of society in which there
are social elements such as history, geography, economics, sociology, and
others. In English learning environment can be used as a source of
inspiration to write a poem or write a paper.
Community study, walking trips, and field study
Similar to the outbound activities, ie learning activities outside the
classroom by visiting places that support the learning goals such as historical
sites, natural environment (eg, hold English camp), of culture, and so forth.
The variety of cards
The variety of simple card such as picture cards, flash cards, flip cards,
circular cards, shuffle cards, pop-up cards, word / sentence cards and card
games with various sizes and shapes adapted to the function of the cards in
the learning process.
Poster
Poster cards similar to but larger size and more images are displayed
and can also contain a series of images of a situation / event. For example the
size is 75x55 cm poster depicting four (4) summer-season, fall, spring and
winter in a temperate country.
Type Discourse (Texts) in English
There are 13 types of discourse English we often encounter which
starts from Narrative Text, Descriptive Text, Recount Text, Report Text,
Analytical Exposition Text, Hortatory Exposition Text, Procedure Text,
Explanation Text, Discussion Text, News Item Text, Spoof Text Review Text ,
Anecdote Text. All these types of text used for learning material in the
subjects of English at all levels. Good starting from elementary schools to
high schools.
1. Narration
Type text included into group Narrative text is Narrative Text, Text
Recount, Anecdote News Items Text and Text. All types mentioned above
belong to the narrative text which serves to recount an event and inform
readers about an event.
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2. Description
Type the text that include both text is Descriptive Report Text, Descriptive
Text and Explanation Text which text type is more emphasis on the
depiction of something and tend to use words that connote
mendeskrpsikan.
3. Argumentation
Type the text that belongs to the group Argumentative Text is Analytical
Exposition Text, Hortatory Exposition Text and Text descussion which
text type is more emphasis on the reasons for supporting or break an
assumption or a phenomenon that occurs. To find an explanation of the
various types of the English text of the above, let us look at the following
related articles: narrative text, recount text, procedure text, report text,
analytical exposition text, hortatory exposition text, explanation text,
descriptive text, discussion text, news item text, review text, anecdote text,
and spoof text.
Understanding Narrative Text
Narrative Text is one of 13 kinds of English texts (genre) that was born
from the Narration (see Types Of Text) as ever Recount Text, Text Anecdote,
Spoof News Items Text and Text which serves to tell the story of the past and
for entertainment.
Purpose Communicative Narrative Text
Interest Communicative Narrative Text as described above is to
entertain (Entertain) listener or the reader of a story or the story of the past
relating to experience the real, imaginary or events quaint leading to a crisis,
which eventually came to a solution.
Generic Structure Narrative Text
Each type of English text (genre) has the structure of the text is on its
own. Structure of Narrative Text consists of three parts:
1. Orientation. In the Orientation section contains an introduction or an
introduction to characters in the story and when and where it happened.
2. Complication. Complication section contains an overview emergence of
crises or problems experienced by characters in the story to be solved.
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3. Resolution. In the Resolution contains about how the characters of the
story solve existing problems in the Complication. Usually there are more
than a Resolution for a Complication. In some references about the
Narrative Text, there are additional generic structure in the Narrative
Text, namely the addition of Coda after resoultion. So the composition of
Narrative text is Orientiation, Complication, Resolution and Coda.
4. Coda is the last part of the structure Narrative Text that contain changes
in the character and lessons to be learned from the story.
Feature Narrative Text
On the Narrative Text, there are some characteristics are as follows:
1. Using the Action Verb in the form of Past Tense. For example: Climbed,
Turned, Brought, etc.
2. Using certain nouns as a personal pronoun, certain animals and objects in
the story. For example: the king, the queen, and so on.
3. Using adjectives that make up the noun phrase. For example: long black
hair, two red apples, etc.
4. Using Time connectives and Conjunctions to sort the events. For example:
then, before, after, soon, etc.
5. Using Adverbs and Adverbial Phrase to show the location of the incident
or event. For example: here, in the mountain, happily ever after, and so
on.
Sample Narrative Text
Orientation:
Once upon a time there lived a little girl named Snow White. She lived
with her Aunt and Uncle Because her parents were dead.
Complication 1:
One day she heard her Uncle and Aunt talking about leaving Snow
White in the castle Because they both wanted to go to America and
they did not have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this so she Decided
it would be best if she ran away. The next morning she ran away from
home when her Aunt and Uncle were having breakfast. She ran away
into the woods.
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Resolution 1:
Then she saw this little cottage. She knocked but no one answered the
so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They
went inside. There they found Snow White sleeping. Then Snow White
woke up. She saw the dwarfs. The dwarfs said, "what is your name?"
Snow White said, "My name is Snow White."
Doc, one of the dwarfs, said, "If you wish, you may live here with us."
Snow White said, "Oh, could I? Thank you. "Then the Snow White of
toll dwarfs the whole story and finally Snow White and the seven
dwarfs lived happily ever after
Orientation
Once, three fishes lived in a pond. One evening, some fishermen
passed by the pond and saw the fishes. 'This pond is full of fish', they
told each other excitedly. 'We have never fished here before. We must
come back tomorrow morning with our nets and catch Reviews These
fish! ' Then the fishermen left
complication:
When The Eldest of the three fishes heard this, he was troubled. He
called the other fishes together and said, 'Did you hear what the
fishermen said? We must leave this pond at once. The fishermen will
return tomorrow and kill us all! ' The second of the three fishes
Agreed. 'You are right', he said. 'We must leave the pond.' But the
youngest fish laughed. 'You are worrying without reason', he said. 'We
have lived in this pond all our lives, and no fisherman has ever come
here. Why Reviews These men should return? I am not going
anywhere - my luck will keep me safe. '
Res0lution
The Eldest of the fishes left the pond that very evening with his entire
family. The second fish saw the fishermen coming in the distance early
next morning and left the pond at once with all his family. The third
fish refused to leave even then
The fishermen arrived and caught all the fish left in the pond. The
third fish's luck did not help him - he too was caught and killed. The
fish who saw trouble ahead and ACTED before it arrived as well as the
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fish who ACTED as soon as it Came both survived. But the fish who
relied only on luck and did nothing at all Died. So Also in life.
Understanding Recount Text
Recount Text is one of a kind English text recounting the events or
experiences in the past (Experience In the Past Moment). The purpose of
Recount Text is to provide information or to entertain the reader. Recount
Texttidak inside a complication (Complication) as in Narrative Text.
Communicative Purpose Text Recount
Recount Text communicative purposes as described above is to report
on events, event or activity with the aim to preach or entertaining of course
without any conflict within the story.
Generic Text structure Recount
1. Orientation
Orientation or introduction is to give information about who, where and
when the event or events that occurred in the past.
2. Events
Events is a recording of what happened, which is usually presented in
chronological order, such as "In the first day, I .... And in the next day ....
And In the last day ...". In the Events section is also usually contained
personal comments about the event or events recounted.
3. Reorientation
At the reorientation, there is a recognition that there diOrientation
repetition, repetition summarizes the sequence of events, incidents or
events told.
Characteristics of Linguistic Recount Text
There are several characteristics of language that might be friends
found when reading a Recount Text. The characteristics of dariRecount Text
language are:
1. Using the Past Tense. Suppose we went to the zoo, I was happy, etc.
2. Using Conjunction and Time connectives to sort the event or events. For
example and, but, the, lists are that, etc.
3. Using Adverbs and Adverbial Phrase to express the place, time and
manner. Suppose yesterday, at my house, slowly, etc.
4. Using Action Verbs. Suppose went, slept, run, brought, etc.
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Sample Text Recount
Orientation:
On Friday we went to the Blue Mountains. We stayed at David and
Della's house. It has a big garden with lots of colorful flowers and a
tennis court.
Events:
On Saturday we saw the Three Sisters and went on the scenic railway.
It was scary. Then, Mummy and I went shopping with Della. We went
to some antique shops and I tried on some old hats. On Sunday we
went on the Scenic Skyway and it rocked. We saw cockatoos having a
shower.
Reorientation:
In the afternoon we went home. That was very pleasent moments with
my family that I ever got.
Procedure Definition of Text
What is the Procedure Text? Procedure Text is one of the English text
or commonly called the genre that shows a process in the making or
mengoprasikan something that serves to illustrate how something is
done through the regular steps.
Interest Communicative Procedure Text
Communicative Objectives of Procedure Text adalaha give instructions
on how (Steps) to do something through the actions or steps that
sequence.
Procedure linguistic structure Text
The structure of the language of Procedure Text consists of three parts,
namely:
1. Aim / Goal
In the first part of the linguistic structure Procdeure This text
contains information about the purpose of the manufacture or
pengoprasian something.
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2. Materials
In the second, Materials consists of ingredients used in making
things. But not all of Procedure Text incorporate parts materials,
sometimes a procedure Text does not have bagianmaterials.
There are three types of procedural text that does not use materials
section, namely:
a. Procedural Text that explains how things work or how to carry
out the instruction manual. For example: How to use the video
game, the computer, the tape recorder, or the fax, etc.
b. Procedural Text that instruct how to do certain activities with
peraturanya. Examples: raod safety rules, or video game rules,
etc.
c. Text-related procedural nature or human behavior. For
example, How to live happily, or How to secceed.
3. Steps
On the steps, lists of steps or sequences that must be done so that
the objectives outlined in the section Aim / Goal could be achieved.
Steps or sequences of the sequence must be from the first to the
last.
Characteristics of Linguistic Text Procedure
There are several characteristics of the language in the Text Procedure,
among which:
1. Using sentence patterns imperative (command), for example, Cut, Do not
mix, etc.
2. Using action verbs, for example turn, put, do not, mix, etc.
3. Using connectives (conjunctions) to sort of activity, for instance then,
while, etc.
4. Using adverbials (adverb) to declare the details of time, place, manner
accurate, for example, for five minutes, two hours, and so on.
5. Using the simple present.
Implementation of Activities
Some obstacles were found before, while and after the program. Before
the project is implemented, there are some preparation that should be done,
namely:
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1. Doing literature study on the various media of learning English that still
difficult to be made by teachers and the way to use them.
2. Preparing the equipment and materials for the manufacture of a former
media
3. Testing the former media.
4. Determining the length of time of execution and the implementation
service activities together with team
5. Determining and preparing the material that will be presented in a
community service activity. The Implementation of service activities will
be lasted for two weeks in March, 2016.
Relevance for Teachers activity of this devotion has no relevance to the
needs of teachers in the field. Based on the survey results before the
execution, the English teacher is still experiencing difficulties in designing
instructional media
Workshops result and training Based on the interviews, debriefing and
direct observations during the activity, the community service activities gives
the following results:
a. Increasing knowledge and understanding of English teachers in designing
and making English Learning Media
b. increasing English teacher’s skills in the manufacture of media-based
teaching scrap materials, which enabled participants to create their own
media in the former school
Supporting and inhibiting factors.Several factors support the
implementation of community service activities are overwhelming interest
and enthusiasm of the participants during the event, so that the activity takes
place smoothly and effectively. Whereas the inhibiting factor is the limited
training time as well as the lack of availability of tools
Conclusion
From this community service activities, It can be concluded that
English teacher of MTs Mambaul Ulum knowledge and understanding in
designing and making learning media for the former one be increased
Given the magnitude of the benefits of this community service
activities, we then need to: (1) Provide similar training involving the number
of teachers and the wider school; and (2) The continuity and post-program
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monitoring service activities of English teachers that indeed able to practice
of making the former media at each school.[]
Bibliography
Azam, Nurfani, Sumarno dan Adi Rahmat. (2006).Metodologi Penelitian
Untuk Peningkatan Kualitas Pembelajaran Penelitian Kuasi
Eksperimen dalam PPKP. Direktorat Ketenagaan Direktorat Jendral
Pendidikan Tinggi Departemen Pendidikan Nasional.
Azhar, Nurul. “Pembagian Jenis-Jenis wacana,“E-artikel,accessed January
20, 2016, http://pusatbahasaalazhar.wordpress.com.
Arsyad, Azhar.Media pembelajaran.Depok: Rajawali Press, 2013.
Arsyad, Safnil. Menulis Artikel Jurnal Internasional dengan gaya retorika
Bahasa Inggris. Jakarta Barat: Halaman Moeka, 2014.
Badriah. “Cara efektif penggunaan bahan ajar otentik dalam pembelajaran
bahasa Inggris,”E-artikel,accessed January 23, 2016, https://badriahbadriah.wordpress.com/2010/07/03/.
Bungin, Burhan. Analisis Data Penelitian Kualitatif. Depok: PT. Raja
Grafindo Persada, 2010.
Creswell, John. Research Design. Jogjakarta: Pustaka Pelajar,2013.
Jasmansyah. “Jenis-jenis teks dalam bahasa Inggris,” accessed Janury 15,
2015, https://bahanajar.wordpress.com/textspeech/jenis-jenis-texting/.
Kunandar. Penilaian Autentik. Jakarta: Rajawali Press, 2013.
Marzban, A. “The Effect of Authentic Texts on Motivation and Reading
Comprehension of EFL Students at Intermediate Level of
Proficiency,”E-Journal.In vol.5, No.1, (January 2015): 85-91, accessed
June 15, 2016.http://dx.doi.org/10.17507/tpls.0501.
Rusman, Kurniawan., DeniK and Riyana Cepi. Pembelajaran Berbasis
Teknologi Informasi dan Komunikasi. Depok: PT. Raja Grafindo
Persada, 2012.
Rumampunk, D. B. Media Instruksional IPS. Jakarta: Depdikbud, 1992.
Sadiman, A. Dkk. Media pendidikan. Depok: Rajawali Press, 2012.
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Scott, W.A and Ytreberg, L.H. Teaching English to Children. London:
Longman, 1990.
Sugoyono. Statistika untuk Penelitian. Bandung: Alfabeta, 2013..
Sukardi. Metodologi Penelitian Pendidikan. Jakarta: PT. Bumi Aksara, 2015.
Yahya, Dede. “Perkembangan Teknologi Informasi dan Komunikasi di
bidang Pendidikan di Indonesia, http://www.dedyahya.com/2011/10/.
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Utilizing Second Hand Materials as Assisted
Language Teaching Media for Madrasah Learners
RISWANTO
IAIN Bengkulu, Indonesia
riswancurup@gmail.com
Abstract: The paper aimed at discussing the nurturing effects of utilizing
second hand materials for encouraging English learning atmosphere among
Madrasah learners. The paper was based on the community services program
conducted by writer several months ago in collaboration with research and
community services unit of IAIN Bengkulu. The program involved head
master, English school teacher and 90 learners of Madrasah Tsanawiyah
(MTs) Mambaul Ulum at central Bengkulu district. The usage of second hand
materials is a great effort to achieve several goals among others; first,
bringing the authentic materials into classroom teaching so the learners get
closer to the materials given as they are found sorrounding their life. This
approach may promote learners’ motivation and learning achievement.
Second, encouraging teachers’ creativity in designing their own media
without expense. Third, embedding the character education towards
madrasah learners such as creativeness, cleanliness and prudent. The result
showed that the classroom teaching was more active, and motivated in
learning English and the teacher was more creative in designing the new
authentic teaching media.
Keywords: second hand materials, media, Madrasah learners
Introduction
The process of learning and teaching quality both within and outside
the classroom is one of the responsibilities of a teacher (educator)
professionals. The professionalism of teachers in accordance with the
mandate of the law No. 14 of 2005 Article 1 that the teachers are professional
educators with the primary task of educating, teaching, guiding, directing,
train, assess and evaluate the students in early childhood education, formal
education, primary education, and secondary education. In Article 6 of
Chapter II also mentioned that the position of teachers and lecturers as
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professionals aim to implement the national education system and achieve
national education goals, namely the development of students' potentials to
become a man of faith and devoted to god almighty One, noble, healthy,
knowledgeable, skilled, creative, independent, and become citizens of a
democratic and responsible.
The second article above shows that the duties and responsibilities of a
professional teacher is very heavy because their job is not only to teach
(transfer of knowledge) but also educate (transfer of values / norms).
Education does not just stop at the cognitive development (cognition and
metacognition) but also important is how to process the liver (affective) that
can be reflected in the attitudes and actions (character).
The role of a teacher in teaching and educating can not be replaced by
anything. The existence of the teacher as a role model that can be replicated
diguguh and has a very strategic role in guiding and nurture students to
become child intelligent and noble. The attitude of a teacher seyognya
professionalism is reflected in each activity both in academic and
nonakademik, one of which is creativity in selecting and designing
instructional materials in accordance with the characteristics of their
students.1
The selection of teaching materials is of course take into consideration
a variety of reasons both in terms of efficiency, effectiveness, local wisdom
and religious values that exist in the community. Teaching materials used by
teachers are not necessarily expensive but the most important is right on
target, according to the learning objectives and does not violate cultural
norms and values professed religious teachings.
In principle, the purpose of learning is the use of media in order to
improve the quality and quantity of learning outcomes. The quality and
quantity of teaching materials is not always determined by the value of the
price attached to the object, but rather to how a teacher with creativity to
manage the existing material in accordance with the learning objectives that
can stimulate students to active learning, creative and proactive so that the
learning experience gained would be more meaningful and character.
In a modern education system that learning is not always centered on
the teacher, but the teacher's role as facilitator, motivator, mediator and
initiator (student-centered) is needed to guide and direct their students in
accordance with the ultimate goal of learning both cognitively (though think),
1
Kunandar, Penilaian Autentik (Jakarta: Rajawali Press, 2013)
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affective ( though the taste), conative (behavior / character) and psykomotor
(sports).2 The ability of the students in the process, cultivate and develop a
set of knowledge in the form of qualitative learning experience and empirical
will synergize with patterns of behaving and acting in accordance with the
cultural and religious contexts.
Teachers’ creativity in designing the teaching materials used is one of
the efforts to educate children to behave uniquely simple, cost-effective and
creative use of things unused so that a material having a high value of
benefits. The selection of teaching materials is of course take into
consideration a variety of reasons both in terms of efficiency, effectiveness,
local wisdom and religious values that exist in the community. Teaching
materials used by teachers are not necessarily expensive but the most
important is right on target, according to the learning objectives and does not
violate cultural norms and values professed religious teachings.
In principle, the purpose of learning is the use of media in order to
improve the quality and quantity of learning outcomes. The quality and
quantity of teaching materials is not always determined by the value of the
price attached to the object, but rather to how a teacher with creativity to
manage the existing material in accordance with the learning objectives that
can stimulate students to active learning, creative and proactive so that the
learning experience gained would be more meaningful and character.
In a modern education system that learning is not always centered on
the teacher, but the teacher's role as facilitator, motivator, mediator and /
initiator (student-centered) is needed to guide and direct their students in
accordance with the ultimate goal of learning both cognitively (though think),
affective (though feel), conative (behavior / character) and psykomotor
(sports). The ability of the students in the process, cultivate and develop a set
of knowledge in the form of qualitative learning experience and empirical will
synergize with patterns of behaving and acting in accordance with the
cultural and religious contexts.
Teachers’ creativity in designing the teaching materials used is one of
the efforts to educate children to behave uniquely simple, cost-effective and
creative use of things unused so that a material having a high value of
benefits
Kurniawan rusman, Deni K, and Riyana Cepi, Pembelajaran Berbasis Teknologi Informasi
dan Komunikasi (Depok: PT. Raja GrafindoPersada, 2013).
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Based on the facts of the results of previous studies, it is very
important to development activities in the form of enrichment, stabilization
and sharpening service activities such as school-based society by involving
students and teachers in MTS Mamba'ul Ulum Four districts Talang Central
Bengkulu district.
Significance of activitiy
English is a skill that is very important for everyone, especially for
learners at MTS Mamba'ul Ulum whose limited facilities and quality of
teachers in managing active and interactive classroom atmosphere. It is
therefore, it becomes our noble responsibility to direct and provide guidance
to the teachers as the play makers at schools.
The teachers’ skill and experience are very crucial in bringing the
learners’ success in their education. One of the most important skill is
designing authentic, interactive and communicative media in teaching and
learning English.
Goal and activities target
1.
2.
3.
4.
As a follow-up and the results of research that has been done by
previous investigators.
Stimulate students’ interest in learning English with an authentic media.
Stimulate the interest of teachers to be more active and look for creative
and design a simple learning media.
5. Data base of the schools and IAIN Bengkulu
Target Audience/target activity
The service community program was targetted to the students and
teachers at MTs Mambaul Ulum kabupaten Bengkulu Tengah. There were 90
students and 5 teachers were involved in the program
Description of Community services location
The Location of service activity was carried out on a group of students
and teachers of MTS Mamba'ul Ulum Pondok Kubang Bengkulu tengah. MTs
Mambaul Ulum situated in Central Bengkulu, Desa Harapan Makmur 15 KMs
from central city of Bengkulu. The school can be achieved by four and two
wheels vehicles. And it takes 20 minutes from the central city of Bengkulu.
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Literature Review
Definition of Media
Media is derived from Latin. Media is a means or a communication
tool and a source of information.3 Known communication tools for the term
media refers to everything that carrying or delivering a message from the
source to the receiver (receiver). While the media is to be a source of
information for the contents of the message . Some examples of media
including images or brochures, leaflets, newspapers or printed material,
computer programs. Examples of the above media can be a medium of
learning when the objects it contains a message for the purpose of learning.
So, learning media are objects that contain messages used in the learning
process to achieve the learning objectives.
Furthermore, The definition of instructional media expanding as
"everything that can be used as a tool in order to support the implementation
of strategies or methods of teaching, which leads to the achievement of
learning objectives".4 Learning media can be divided into two kinds. First,
everything that exists or not intentionally produced for learning but then
utilized for the achievement of learning objectives. Eg brochures, magazines,
newspapers, books and other operational instructions of others. Second,
objects, both the tools and materials that are deliberately created for the
purpose of learning.
Various subjects have a close connection with complex objects. To
bring the object to the various classes is certainly not easy, while the verbal
explanations often make students less quickly understand the concept being
studied. Therefore, learning media is very useful for learners in the learning
process. There are some benefits of media in learning, as follows:5
Generating curiosity
Attract students’ curiosity in knowing something. Media may be able
to describe the thing that is out of students’s background knowledge such as
describing about winter and snow season which is not happened in several
parts of the country like Indonesia.
3
Sadiman et al, Media Pendidikan (Depok: Rajawali Press, 2012).
4
AzharArsyad, Media Pembelajaran (Depok: Rajawali Press, 2013), 2-15.
5
Scott W A and Ytreberg, Teaching English to Children (London: Longman,1990).
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Making the abstract concepts into concrete
The teachers may explain the conditions in a city slum to students in
rural areas. For learners who had never been to the city hard to imagine how
the state of society in the city. But with the airing of slum conditions through
the pictures / photos, learners feel has been in the middle of the slum,
because the media image / photo can record the state of a place much more
complete than the lecture.
Overcoming the limits of the classroom
With the visit directly to the location of the object lesson, the teacher
brought the learners on their learning needs. This step can also be done with
images or photos that are able to bring the students to empathize with the
problems studied.
Overcoming differences in the experience of learners
Teachers may minimize the difference experiences among the
learners. One possible cause is the different experiences of learners. For
example, we teach the port as penyebarangan. Chances are there are
participants who had never been on a boat, or have never seen the TV footage
and photographs. Displayed with the media, the possibility of learners who
do not have the experience could be resolved.
Present information consistently learning
It is used when the teachers explaining the occurrence of rain, the
wind changes, or social stratification through lectures, certainly different
from one class to the other classes. Occasionally, however, lies not forget the
important things delivered. With the media, the main payload of one class
with another class will be drawn.
Presenting the events that have passed
Media is very appropriate for the material that examines events that
have passed. For example atmosphere of times the proclamation of
independence, the tsunami in Aceh, the earthquake in Yogyakarta, and so can
be presented with images / photos.
Focusing
Media systematically arranged and communicative to attract the
attention of learners to focus on the learning process. For example, a teacher
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was explaining about the world war but many learners who behave
indifferently. When the teacher shows the pictures of the attack, Japan to an
American base (Pearl Harbour), their attention was fixed on the drawings.
Next they will participate more actively in learning. This is the benefit of the
media as the concentration of attention.
Addressing the complex objects
It is used to observe the social phenomena in the market, the teacher
can bring students to make observations. But often important information is
not recorded by them because of the limitations of the human senses. By
photographing, then seen together in the classroom, then the above
shortcomings can be overcome.
Addressing the appearance of objects that are too fast or slow,
big or small
The images and photos is a medium that can be enlarged and reduced.
Learners will not be able to see the Earth without using a globe or binoculars.
Help students to remember what has been understood and
absorbed
An assortment of media cards and puppet figures can be used to repeat
the teaching materials are never taught so that learners remember back
before the new teaching materials relating introduced.
Learning media are classified as follows; media still images, media
boards, media projections, original objects and people, models, specimens,
mocks up (part of the original object), diorama, out-door laboratory,
community study, walking trips, field study, special learning trips, audio
recording , and televisions.6
Still images (still picture) and graphics
Two-dimensional visual objects is a depiction of a person, place or
event or briefly corresponding still image is a portrait. While the graphic
media are all media that contain graphics and an instructional objects that
encapsulate information and ideas through a combination of pictures, words,
symbols, and images. Included in the still images are graphs, charts, maps,
diagrams, posters, cartoons, comics, drawings, photographs and paintings.
6
Rumampunk D.B, Media Instruksional IPS (Jakarta: Depdikbud, 1992).
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Media board (board)
Media which use the board as a means of communication to convey
information and ideas that are usually placed on a wall or horizontal surface.
Various forms of media boards in between; blackboards, flannel boards,
exhibition boards, sticky boards, demonstration boards, magnetic boards,
nails, board bags, foam board and peg board.
Media with projections
Here's a media presentation using a projector.
1. Still projection (pictures highlight not move), consisting of slides,
filmstrips, transparencies, and opague.
2. Micro projection (media highlight micro)
3. Microfilm and microfische (Microfilm and microfiche)
4. Motion pictures (Media highlight that moves)
The original objects and people (Real objects and people) or realia (mock
objects corresponding original objects)
A three-dimensional objects, such as dolls suitable for describing the
topic My Doll.
Model
An artificial three-dimensional objects presenting an object is equal to
the original object. Media in category of the model is the model slices, farzoom models, mockups, and simplification of complex objects.
Section original objects (Mocks up)
Is a kind of model in the form of a limited section of the original
object.
Diorama
Miniature three-dimensional dioramas to depict actual models such as
the state space, miniature public figure, a miniature airplane, the negotiating
history events, war, and so on.
Outdoor laboratory
Outdoor laboratory or "laboratory" in the outdoors is a medium in the
form of nature, society, and culture results are used for learning resources. In
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laboratory science subjects in the outdoors can be agricultural land, rivers,
and others. While the examples in the IPS, the study of society in which there
are social elements such as history, geography, economics, sociology, and
others. In English learning environment can be used as a source of
inspiration to write a poem or write a paper.
Community study, walking trips, and field study
Similar to the outbound activities, ie learning activities outside the
classroom by visiting places that support the learning goals such as historical
sites, natural environment (eg, hold English camp), of culture, and so forth.
The variety of cards
The variety of simple card such as picture cards, flash cards, flip cards,
circular cards, shuffle cards, pop-up cards, word / sentence cards and card
games with various sizes and shapes adapted to the function of the cards in
the learning process.
Poster
Poster cards similar to but larger size and more images are displayed
and can also contain a series of images of a situation / event. For example the
size is 75x55 cm poster depicting four (4) summer-season, fall, spring and
winter in a temperate country.
Type Discourse (Texts) in English
There are 13 types of discourse English we often encounter which
starts from Narrative Text, Descriptive Text, Recount Text, Report Text,
Analytical Exposition Text, Hortatory Exposition Text, Procedure Text,
Explanation Text, Discussion Text, News Item Text, Spoof Text Review Text ,
Anecdote Text. All these types of text used for learning material in the
subjects of English at all levels. Good starting from elementary schools to
high schools.
1. Narration
Type text included into group Narrative text is Narrative Text, Text
Recount, Anecdote News Items Text and Text. All types mentioned above
belong to the narrative text which serves to recount an event and inform
readers about an event.
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2. Description
Type the text that include both text is Descriptive Report Text, Descriptive
Text and Explanation Text which text type is more emphasis on the
depiction of something and tend to use words that connote
mendeskrpsikan.
3. Argumentation
Type the text that belongs to the group Argumentative Text is Analytical
Exposition Text, Hortatory Exposition Text and Text descussion which
text type is more emphasis on the reasons for supporting or break an
assumption or a phenomenon that occurs. To find an explanation of the
various types of the English text of the above, let us look at the following
related articles: narrative text, recount text, procedure text, report text,
analytical exposition text, hortatory exposition text, explanation text,
descriptive text, discussion text, news item text, review text, anecdote text,
and spoof text.
Understanding Narrative Text
Narrative Text is one of 13 kinds of English texts (genre) that was born
from the Narration (see Types Of Text) as ever Recount Text, Text Anecdote,
Spoof News Items Text and Text which serves to tell the story of the past and
for entertainment.
Purpose Communicative Narrative Text
Interest Communicative Narrative Text as described above is to
entertain (Entertain) listener or the reader of a story or the story of the past
relating to experience the real, imaginary or events quaint leading to a crisis,
which eventually came to a solution.
Generic Structure Narrative Text
Each type of English text (genre) has the structure of the text is on its
own. Structure of Narrative Text consists of three parts:
1. Orientation. In the Orientation section contains an introduction or an
introduction to characters in the story and when and where it happened.
2. Complication. Complication section contains an overview emergence of
crises or problems experienced by characters in the story to be solved.
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3. Resolution. In the Resolution contains about how the characters of the
story solve existing problems in the Complication. Usually there are more
than a Resolution for a Complication. In some references about the
Narrative Text, there are additional generic structure in the Narrative
Text, namely the addition of Coda after resoultion. So the composition of
Narrative text is Orientiation, Complication, Resolution and Coda.
4. Coda is the last part of the structure Narrative Text that contain changes
in the character and lessons to be learned from the story.
Feature Narrative Text
On the Narrative Text, there are some characteristics are as follows:
1. Using the Action Verb in the form of Past Tense. For example: Climbed,
Turned, Brought, etc.
2. Using certain nouns as a personal pronoun, certain animals and objects in
the story. For example: the king, the queen, and so on.
3. Using adjectives that make up the noun phrase. For example: long black
hair, two red apples, etc.
4. Using Time connectives and Conjunctions to sort the events. For example:
then, before, after, soon, etc.
5. Using Adverbs and Adverbial Phrase to show the location of the incident
or event. For example: here, in the mountain, happily ever after, and so
on.
Sample Narrative Text
Orientation:
Once upon a time there lived a little girl named Snow White. She lived
with her Aunt and Uncle Because her parents were dead.
Complication 1:
One day she heard her Uncle and Aunt talking about leaving Snow
White in the castle Because they both wanted to go to America and
they did not have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this so she Decided
it would be best if she ran away. The next morning she ran away from
home when her Aunt and Uncle were having breakfast. She ran away
into the woods.
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Resolution 1:
Then she saw this little cottage. She knocked but no one answered the
so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They
went inside. There they found Snow White sleeping. Then Snow White
woke up. She saw the dwarfs. The dwarfs said, "what is your name?"
Snow White said, "My name is Snow White."
Doc, one of the dwarfs, said, "If you wish, you may live here with us."
Snow White said, "Oh, could I? Thank you. "Then the Snow White of
toll dwarfs the whole story and finally Snow White and the seven
dwarfs lived happily ever after
Orientation
Once, three fishes lived in a pond. One evening, some fishermen
passed by the pond and saw the fishes. 'This pond is full of fish', they
told each other excitedly. 'We have never fished here before. We must
come back tomorrow morning with our nets and catch Reviews These
fish! ' Then the fishermen left
complication:
When The Eldest of the three fishes heard this, he was troubled. He
called the other fishes together and said, 'Did you hear what the
fishermen said? We must leave this pond at once. The fishermen will
return tomorrow and kill us all! ' The second of the three fishes
Agreed. 'You are right', he said. 'We must leave the pond.' But the
youngest fish laughed. 'You are worrying without reason', he said. 'We
have lived in this pond all our lives, and no fisherman has ever come
here. Why Reviews These men should return? I am not going
anywhere - my luck will keep me safe. '
Res0lution
The Eldest of the fishes left the pond that very evening with his entire
family. The second fish saw the fishermen coming in the distance early
next morning and left the pond at once with all his family. The third
fish refused to leave even then
The fishermen arrived and caught all the fish left in the pond. The
third fish's luck did not help him - he too was caught and killed. The
fish who saw trouble ahead and ACTED before it arrived as well as the
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fish who ACTED as soon as it Came both survived. But the fish who
relied only on luck and did nothing at all Died. So Also in life.
Understanding Recount Text
Recount Text is one of a kind English text recounting the events or
experiences in the past (Experience In the Past Moment). The purpose of
Recount Text is to provide information or to entertain the reader. Recount
Texttidak inside a complication (Complication) as in Narrative Text.
Communicative Purpose Text Recount
Recount Text communicative purposes as described above is to report
on events, event or activity with the aim to preach or entertaining of course
without any conflict within the story.
Generic Text structure Recount
1. Orientation
Orientation or introduction is to give information about who, where and
when the event or events that occurred in the past.
2. Events
Events is a recording of what happened, which is usually presented in
chronological order, such as "In the first day, I .... And in the next day ....
And In the last day ...". In the Events section is also usually contained
personal comments about the event or events recounted.
3. Reorientation
At the reorientation, there is a recognition that there diOrientation
repetition, repetition summarizes the sequence of events, incidents or
events told.
Characteristics of Linguistic Recount Text
There are several characteristics of language that might be friends
found when reading a Recount Text. The characteristics of dariRecount Text
language are:
1. Using the Past Tense. Suppose we went to the zoo, I was happy, etc.
2. Using Conjunction and Time connectives to sort the event or events. For
example and, but, the, lists are that, etc.
3. Using Adverbs and Adverbial Phrase to express the place, time and
manner. Suppose yesterday, at my house, slowly, etc.
4. Using Action Verbs. Suppose went, slept, run, brought, etc.
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Sample Text Recount
Orientation:
On Friday we went to the Blue Mountains. We stayed at David and
Della's house. It has a big garden with lots of colorful flowers and a
tennis court.
Events:
On Saturday we saw the Three Sisters and went on the scenic railway.
It was scary. Then, Mummy and I went shopping with Della. We went
to some antique shops and I tried on some old hats. On Sunday we
went on the Scenic Skyway and it rocked. We saw cockatoos having a
shower.
Reorientation:
In the afternoon we went home. That was very pleasent moments with
my family that I ever got.
Procedure Definition of Text
What is the Procedure Text? Procedure Text is one of the English text
or commonly called the genre that shows a process in the making or
mengoprasikan something that serves to illustrate how something is
done through the regular steps.
Interest Communicative Procedure Text
Communicative Objectives of Procedure Text adalaha give instructions
on how (Steps) to do something through the actions or steps that
sequence.
Procedure linguistic structure Text
The structure of the language of Procedure Text consists of three parts,
namely:
1. Aim / Goal
In the first part of the linguistic structure Procdeure This text
contains information about the purpose of the manufacture or
pengoprasian something.
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2. Materials
In the second, Materials consists of ingredients used in making
things. But not all of Procedure Text incorporate parts materials,
sometimes a procedure Text does not have bagianmaterials.
There are three types of procedural text that does not use materials
section, namely:
a. Procedural Text that explains how things work or how to carry
out the instruction manual. For example: How to use the video
game, the computer, the tape recorder, or the fax, etc.
b. Procedural Text that instruct how to do certain activities with
peraturanya. Examples: raod safety rules, or video game rules,
etc.
c. Text-related procedural nature or human behavior. For
example, How to live happily, or How to secceed.
3. Steps
On the steps, lists of steps or sequences that must be done so that
the objectives outlined in the section Aim / Goal could be achieved.
Steps or sequences of the sequence must be from the first to the
last.
Characteristics of Linguistic Text Procedure
There are several characteristics of the language in the Text Procedure,
among which:
1. Using sentence patterns imperative (command), for example, Cut, Do not
mix, etc.
2. Using action verbs, for example turn, put, do not, mix, etc.
3. Using connectives (conjunctions) to sort of activity, for instance then,
while, etc.
4. Using adverbials (adverb) to declare the details of time, place, manner
accurate, for example, for five minutes, two hours, and so on.
5. Using the simple present.
Implementation of Activities
Some obstacles were found before, while and after the program. Before
the project is implemented, there are some preparation that should be done,
namely:
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1. Doing literature study on the various media of learning English that still
difficult to be made by teachers and the way to use them.
2. Preparing the equipment and materials for the manufacture of a former
media
3. Testing the former media.
4. Determining the length of time of execution and the implementation
service activities together with team
5. Determining and preparing the material that will be presented in a
community service activity. The Implementation of service activities will
be lasted for two weeks in March, 2016.
Relevance for Teachers activity of this devotion has no relevance to the
needs of teachers in the field. Based on the survey results before the
execution, the English teacher is still experiencing difficulties in designing
instructional media
Workshops result and training Based on the interviews, debriefing and
direct observations during the activity, the community service activities gives
the following results:
a. Increasing knowledge and understanding of English teachers in designing
and making English Learning Media
b. increasing English teacher’s skills in the manufacture of media-based
teaching scrap materials, which enabled participants to create their own
media in the former school
Supporting and inhibiting factors.Several factors support the
implementation of community service activities are overwhelming interest
and enthusiasm of the participants during the event, so that the activity takes
place smoothly and effectively. Whereas the inhibiting factor is the limited
training time as well as the lack of availability of tools
Conclusion
From this community service activities, It can be concluded that
English teacher of MTs Mambaul Ulum knowledge and understanding in
designing and making learning media for the former one be increased
Given the magnitude of the benefits of this community service
activities, we then need to: (1) Provide similar training involving the number
of teachers and the wider school; and (2) The continuity and post-program
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monitoring service activities of English teachers that indeed able to practice
of making the former media at each school.[]
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